Secondary Colegio Privado Valencia

Taking our educational model as a reference point, we accompany students at this stage in their process of self-knowledge and personal growth.

In this way, they achieve their maximum development in our four fundamental pillars of integral education.

We offer our students an extensive Vocational Guidance programme to accompany them in the search for their vocation, their Life Project.

Our students develop skills that will enable them to achieve maximum academic performance, as well as to become responsible and committed leaders through the following methodology and projects:

  • Interdisciplinary and experiential learning.
  • Problem and project-based learning, which enables the development of the necessary competences to successfully face the challenges they face and encourages critical and creative thinking.
  • International training project and Cambridge International Education Programme.
Secondary Colegio Privado Valencia


Academic excellence is one of the fundamental areas of our educational model, which is why we seek to stimulate in our students the desire to always give the best of themselves, encouraging in them the commitment to become excellent people and excellent students.

Competency-based assessment

Competences are one of the elements that make up the curriculum and are based on combining three keys to learning: TO KNOW, TO KNOW HOW TO DO, TO KNOW HOW TO BE. Competency-based learning promotes the link between training and professional development and is characterised by being CROSS-CUTTING, DYNAMIC and COMPREHENSIVE. Currently, 7 key competences are considered:

  • MSTC: Mathematical and Scientific-Technical Competence
  • LCC: Linguistic Communication Competence
  • DC: Digital Competence
  • CAE: Cultural Awareness and Expression
  • SCC: Social and Citizenship Competence
  • SIE: Sense of Initiative and Entrepreneurship
  • LLC: Learning to Learn Competence

Active Methodologies

Active methodologies place the student as the protagonist of their own learning and promote cooperative work, competence and experience. It encourages creativity, critical judgement and the values needed to learn to think.

  • Gamification.
  • Cooperative learning.
  • Problem-based learning.
  • Project-based learning.
  • Thinking-based learning.
  • Visual Thinking.
  • Simulation.
  • Design thinking.
  • Flipped classroom.

Use of technological resources

This type of resource makes it easier to work on skills and encourage pupil-teacher-family communication.

Use of the iPad as a tool to personalise different learning rhythms. Presence in the classroom of digital whiteboards and essential devices to enable online teaching.

Development of skills and abilities that enhance learning

  • Study methodology.
  • Executive functions.
  • Self-awareness programme.
  • Creative thinking.
  • Critical thinking.
  • Assertive communication and empathy.

Interdisciplinary Projects

We use this methodological strategy to link different areas of knowledge and thus broaden and develop different disciplines of knowledge.

Talent Enrichment Programme

With our specific programmes we offer our pupils the opportunity to develop their talents to the full.

  • Literary competition.
  • Declamation competition and poetry anthology.
  • Cumbres School Magazine.
  • Literary gatherings.
  • Debating and public speaking competition.
  • Science Day.
  • Mathematics Olympiad.
  • Summer courses for high-achieving students in university schools.
  • Participation in external projects and competitions: Technovation girls CV, Educaixa, European Youth Parliament.


We work to provide each student with personalised training in all aspects of his or her personality.

Vocational Guidance Programme (from 3rd ESO)

This programme seeks to accompany the student so that he/she becomes aware of his/her own gifts and the opportunities and needs of the environment, to give him/her the necessary tools so that he/she can begin to plan his/her future.  It is a process that extends throughout school life, but which takes on greater importance from 3rd ESO to 2nd Baccalaureate, with the accompaniment of their teachers being a key factor.

Tutorial Action Plan:

  • Programme for the development of values and virtues
  • Prevention workshops (healthy habits, addictions with and without substances, bullying, emotional and affective-sexual education,…).

Christian life and spiritual formation

In secondary school, pupils continue the journey of Christian life begun in the previous stages. They are taught a fundamental knowledge of Christian faith and morals through the subject of Catholic Religion. And they are invited to have a relationship of friendship with Jesus Christ through prayer and the sacraments.

We prepare them to receive the sacrament of Confirmation in 4th ESO.

The stage is attended by a chaplain and other priests who accompany the pupils spiritually.

School for parents

From the school, we also want to offer parents a space for training, organising conferences with renowned professionals; a meeting place to reflect as a group on the educational task you carry out with your children.


Cambridge International Lower Secondary

We are expanding our national curriculum with the Cambridge International Lower & Upper secondary (*) to provide our students with an international formation of excellence with standards endorsed by the University of Cambridge which are applied in their continuous assessment.

At this stage 50% of the subjects are taught in English: 

  • Music
  • Technology
  • French*
  • History*
  • Geography
  • English*
  • Bilingual Science *

Beyond the delivery of the specified content, the curriculum of the “Cambridge Secondary” seeks to develop the skills necessary for students’ future academic success: research, critical analysis, reflection, collaboration and effective communication.

As part of the programme, they will have the opportunity to obtain, at the end of secondary school, the iGCSE international certification in some subjects*. More information about these assessments can be seen in this video.

International experiences inside and outside the school

  • Oak Academies (USA, Ireland, Switzerland): term, school year or Summer Camp.
  • Participation in contests and competitions such as European Youth Parliament, “Semper Altius” Writing contest.

Second Foreign Language

All our students start learning French in primary school and have the option of continuing their acquisition until the 2nd year of Baccalaureate. Our aim is to reach an independent level of competence (B1/B2), with the possibility of taking external exams (DEFL and iGCSE).


Seeking the integral formation of our students, we educate their will and emotions through Adolescents with Personality, a programme that develops through film those virtues and skills necessary for personal and professional life. We work on the following skills:

  • Learning to know oneself
  • Maturity and initiative
  • Handling of Situations
  • Responsibility
  • Communication
  • Learning to live together
  • Cooperation

Affective-sexual education

During this important stage of their lives we accompany our pupils in the discovery of the true value and meaning of their bodies, affection and sexuality. For this we combine the methodology and contents of the programmes Aprendamos a amar and Teen Star.

  • Aprendamos a amar: 1st-2nd ESO
  • Teen Star: 3rd-4th ESO

Social Participation Programme

In line with our commitment to educate our students in values, we carry out numerous social and apostolic volunteer projects. With them we seek a direct, personal and committed involvement of young people in our society, thus valuing their own reality and empathising with those who are experiencing difficulties.

Programa de Participación Social

Siguiendo con nuestro compromiso de educar en valores a nuestros alumnos, realizamos numerosos proyectos de voluntariado social y apostólico. Con ellos buscamos una implicación directa, personal y comprometida de los jóvenes en nuestra sociedad, valorando así su propia realidad y empatizando con la de aquellos que pasan por dificultades.


Own technological project “Realmente Conectados”

We are a school of reference and for this reason we incorporate technology into our pupils’ academic education, in a gradual, progressive and adapted way, because we understand that it provides the necessary nuances in their intellectual relationship with the world and because it helps our pupils to think critically and creatively, to communicate fluently and expressively, to face life with maturity and to participate responsibly in society.


These competences go beyond knowing how to use digital tools and applications, they equip people with the tools to collaborate, communicate, share, inform, create content and disseminate information in a digital environment in an effective, safe, critical and civic way.


To do this, we have created a Microsoft digital learning ecosystem, through all Office 365 applications that enriches the functioning of classes and promotes learning.  It allows us to collaborate from anywhere, communicate and share content in a secure and accessible way with our students, organising tasks and having access to more content.


Each student has an individual device (iPad) which helps to personalise learning and foster autonomy and mobility. The digital ecosystem improves workflows and the richness of the types of assessment (individual, joint, etc.), creativity, the creation of electronic portfolios, as well as better communication between parents, students and teachers and joint monitoring of their children’s progress through a daily follow-up that identifies the different problems to be solved.


Our classrooms are equipped with state-of-the-art digital projectors, smartboards, as well as webcams for permanent online connections. We also have wifi throughout the school.


We train our students using the best digital platforms to improve their spelling and reading comprehension (WALINWA), scientific knowledge (SCIENCE BITS) and reading comprehension and reading promotion (FICTION EXPRESS or MILTON).


Aware of the importance of these areas in today’s society and in their professional future, we seek to train them in the latest trends. They participate in external competitions such as STEAM Up or TECHNOVATION GIRLS from the Polytechnic University of Valencia or BIG Data from the Educaixa Foundation. They also use ARTIFICIAL INTELLIGENCE materials from the University of Helsinki or Microsoft. And they build and design robotics projects with ARDUINO or LEGO throughout this stage.


The teaching of digital citizenship is about educating to be citizens, free and integrated in the real and digital world. For this reason, we work with our students on different aspects of digital citizenship in an intracurricular way.

Colegio Inglés Valencia